- Include students with disabilities in the initial screening phase.
- Be willing to accept nonconventional indicator of intellectual talent.
- Look beyond test scores.
- When applying cutoffs, bear in mind the depression of scores that may occur due to the disability.
- DO NOT aggregate subtest scores into a composite score.
- Weight more heavily characteristics that enable the child to effectively compensate for the disability.
- Weight more heavily areas of performance unaffected by the disability.
- Allow the child to participate in gifted programs on a trial basis.
INSTRUCTION
- Be aware of the powerful role of language; reduce communication limitations and develop alternative modes for thinking and communicating.
- Emphasize high-level abstract thinking, creativity, and a problem-solving approach.
- Have great expectations: These children often become successful as adults in fields requiring advanced education.
- Provide for individual pacing in areas of giftedness and disability.
- Provide challenging activities at an advance level.
- Promote active inquiry, experimentation, and discussion.
- Promote self-direction.
- Offer options that enable students to use strengths and preferred ways of learning.
- Use intellectual strengths to develop coping strategies.
- Assist in strengthening the student's self-concept.
CLASSROOM DYNAMICS
- Discuss disabilities / capabilities and their implications with the class.
- Expect participation in all activities; strive for normal peer interactions.
- Facilitate acceptance; model and demand respect for all.
- Candidly answer peers' questions.
- Treat a child with a disability the same way a child without a disability is treated.
- Model celebration of individual differences.
When Gifted Kids don't have all the answers, by Jim Delisle & Judy Galbraith
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